Cognitive Level of Program for International Student Assessment (PISA) Questions Based on the Revised Bloom’s Taxonomy

Abstract

This study aimed to determine the cognitive level of the content in the Program for International Student Assessment (PISA) questions. This research method described the cognitive level of scientific literacy PISA questions. The cognitive level used in this study was based on the revised Bloom’s taxonomy by Anderson and Krathwohl, which includes C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), C5 (evaluating), and C6 (creating). The PISA questions were arranged according to a predetermined theoretical framework: competence, context, knowledge, and attitude. The subjects of this research were scientific PISA questions released in 2006 and 2015, with 45 questions about the content of living systems of biological materials. The analysis of the cognitive level was presented in the form of a table and then made into a diagram so that a conclusion could be made. The results of this study indicated that PISA questions were dispersed across several cognitive levels according to the revised Bloom’s taxonomy, with the most dominant percentage of 38.24% being the cognitive analysis level (C4) in 2006 PISA and 36.36% in 2015 PISA. This study only analyzes PISA questions in the years that only focus on scientific literacy, so it needs to be analyzed in other years as well; then, it was hoped that teachers could make PISA model assessment questions with a higher cognitive level and increase the questions of students’ conceptual knowledge.